University students’ communicative competence in the era of generative AI

Abstract

Over the last few years, my research has primarily explored students’ language practices and needs in international higher education contexts where English is used as the medium of instruction. While I work on a range of topics (such as language policy and intercultural communication), in this seminar, I will focus on research conducted during my postdoctoral work, as well as my current projects. Specifically, I will discuss the impact of language technology—especially the rise of generative AI since 2022—on students’ academic communication competence within Swedish higher education.

I will share findings from three key projects:

(1) a linguistic ethnography examining STEM students’ use of, and language ideology (conflict) regarding AI-generated language in English-medium master’s programmes;

(2) a nationwide survey investigating university students’ use of and attitudes towards AI language tools across Swedish universities; and

(3) the conceptualisation of Critical Gen-AI Literacy and the development of a micro-curriculum for doctoral academic writing.

I will discuss how these projects inform my theoretical understanding of university students’ communicative competence as ‘repertoire assemblages,’ a post-structuralist and post-humanist notion. I would also like to explore potential collaborations with colleagues interested in related areas.